This article deals with the teaching methods to improve teaching techniques of the future teacher of music. Learning the basics of educational techniques as it is carried out with techniques such as simulations of artistic and communicative activities, artistic and educational business games to find out the students with the most effective methods of working with students
The development of the necessary skills to improve students' educational technique are most effective by using teaching methods. First and furthermost, by definition of the didactics teaching method is a combination of both techniques and methods. With the help of this combination of techniques and methods, the teacher is guided by the consciousness and activity of students. Learning the basics of educational techniques were carried out by using such techniques as simulations of artistic and communicative activities, as artistic and educational games. The methods that determine the unique features of music education are following:
- method of observation of music practices of trainees (Asafiev) [1];
- method of empathy, which creates a sense of belonging by the artistic experience, acting as a specific demonstration of the individual status of the person (N.A.Vetlugina) [2];
- method of musical interviews, which presented as a visual mental attitude aimed at spiritual interaction with the This method includes a communication in the form of a dialogue based on creative discussion and the summary analysis of thorough understanding of the search issues (L.A.Bezborodova) [3];
- method of analysis of the best practices of leading specialists, which has a great importance in the improvement of educational technique (K.B.Ptitsa) [4];
- method of physical actions, which unfolds the prospect of cultural activities in music education (Stanislavsky) [5];
- method of mastering of evaluation judgment technique, enhancing the intellectual activity of students, forming specific "categorical frameworks". Through the prism of these "categorical frameworks" they will perceive and interpret the specific performing actions (Y.N.Kulyutkin) [6];
- method of exertion of illustrative materials, including videos of music and choral training, etc. (E.B.Abdullin, E.V.Nikolaeva) [7].
The fact that the observation as a personal quality brings in lively animate "tone" to any narrativelyrical statement or visual comparison confirms the benefit of so-called traditional methods, specifically the method of observation.
Accordingly, observational method adds high quality new contents to the artistic well-being of students. The art of observation will leads to new opportunities in terms of critical analysis of the works. "The highest demonstration of observation is an ability to capture the" new shoots", finding a "germ"
of future achievements even in the failures, potential accomplishments in current shortcomings .Thus, the observation and analysis rise up to a higher level" [7].
The problem-creative method, which is known as the method of musical empathy also has opportunities. This method helps to create the desired visual-mental feeling in the spiritual and aesthetic communication with music students.
In addition, it includes a dialogic form of presentation in understanding of various search problems with their subsequent creative discussion.
An effective application method of using illustrative material includes video training, "live" performances of musical works. This process is a documented and demonstrative confirmation of effective visual-hearing means of the transfer of materials, including educational methods of conducting classes.
This fact seems an extremely important in the improvement of teaching techniques of the future experts and in the formation of the productivity and success of professional growth, which is impossible without a deep understanding of best practices of music teachers.
Moreover, according to music teachers, during the usage of videotapes, teacher-musician “should not seek answers to all the questions that were arisen, and probably will occur in the future. Life always puts infinitely more questions than anyone can answer "[7, p.6].
The method of improvisation] as effectively-conversion in the creation of problematic situations is related to the group of methods of creation of problematic situations (Asafiev) [8].
The improvisation method represents a conscious "deviation" from the uniform interpretations of the writings and demonstration of creativity in the search for their own choices among the many performing solutions.
In the interest of research, it was impossible to exclude such effective method as a method of contrast comparison of different interpretive compositions.
This method enriches and at the same time makes it easier to "view" and a compare the selection of the most notable options in terms of their practical nature of artistic and educational versions [9].
The appliance of such teaching methods as interactive methods in the learning process is related to the perception and assimilation of information.
The perception and the assimilation of information occurs through cognitive interpersonal communication and cooperation of all subjects.
This method is based on the interaction phenomenon (from the eng. Interaction the interaction, the impact on each other). It includes role-playing, case studies (problem, business, etc.), game design/engineering, a round table (training seminars, discussions, meetings).
In general, the development of the individuality of each student takes place during the process of communication and interaction between teacher and students.
The interactive methods are the systems of rules of interaction of the teacher and students in the form of educational games. These methods provide an educationally effective cognitive communication.
These suggested games represented by nonverbal and verbal means of educational communication in interpersonal knowledge encourages awareness of each student about the specificity of their own behavior, creating certain prerequisites for regulation.
During play etude scenes, he/she is offered to "get into character", immerse into an alleged situation, realize solvable communication problems, and then discuss the execution dynamics of a given component of educational techniques in terms of expression, expressivity of tools in different situations. Interactive methods allow the following:
- to form approximate basis of the activities;
- to actualize motivational condition;
- to disclose the value of accomplished activities;
- to form the targeted and other adjustments;
- to create conditions, contributing to the activation of the intellectual, emotional, and other
These methods make it possible to encourage students to use such methods of learning as mastering of the learning process, which causes cognitive activity, the need for mastery of course of action, the creation of a favorable atmosphere in the audience.
This effect stimulates the activity and provides a methodological solution to the problem of improvement of teaching techniques.
We consider it is expedient to apply the method of problem-dialogical conversation in the music classroom. This method has been widely recognized in the works E.B.Abdullin and his followers P.Z.Fetter, B.A.Ahmeshev, E.P.Kulinkovich and others in the field of methodology of pedagogy of music education.
During this communication the analysis of the artistic image of a musical work is accompanied by explanation of this study by students. In the process of explaining the most expressive version’s performance, a compelling combination of poetic and musical texts, and the best examples of the singing sound were revealed which are also correspond to means of expression.
Moreover, a prioritized role in the selection of specific concept of performing, certainly is given to the teacher, and the method of implementation of the details varies depending on his/her professional status.
The significant part in the successful use of problem-dialogic situations in musical study are attributed to the method of artistic and educational modeling. This method is defined by the mental creation of a specific event in which an “object” is the situation of the educational process.
The situation of the educational process is used to "recreate" the prediction of structurally thoughtful features of an alternative conceptual approach in the organization of performing activities of students.
Artistic and educational modeling contribute to the development of design and predictive skills in the students. These skills include analysis and evaluation of dialogue situations, modeling of their transformations, mental "experimentation", etc. The main methodological actions by using the artistic and educational modeling are following:
- An accurate organization of presentation of modeling of given music performance;
- Correspondence of given task with training level of
List of the used sources
- Asafiev B.V. Elected articles about music teaching and education. – L .: Music, 1978. – 144 p. – book 2 Vetlugina N.A. The musical development of the child. – M .: Education, 1963. – 415 p. – book
- Bezborodova A. Conducting: A manual for students of educational institutes. – M .: Education, 1990. – 159 p. textbook
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- Abdullin B., Nikolaeva E.V. Methods of music Education: A Textbook for students of institutions of higher education. – M .: Music, 2006. – 336 p. textbook
- Asafiev V. Musical form as a process: Bk. 1-2. Univ e 2. – L .: Music, 1971. – 376 p. – book 9 Radynova O.P. Listen to music. – M., 1990. – 123 p. – book